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Directions:

1. Provide each student with a picture and either some crayons or a dry erase marker.

2. Ask students a series of questions that guide their observations.

3. You can either have them make their own broad observations first or you could begin asking them to make specific observations through questioning.

4. After students make their own observations, have them share those with their elbow partner or their group members. Prompt them to discuss why they circled specific objects.

5. Once the pairs or groups finish sharing, pull all of the students into a whole group discussion of their observations & have each group discuss their findings.

Example:

This is a great method to use if you have students who may struggle with writing! The object of this strategy is to make observations within a photo and share their thoughts. All students have to do is make their observations and circle the item that they noticed within the photo. This would be a great strategy to use in a 2nd grade class when addressing this standard: SS.2.17 Compare and contrast regions of the U.S. (i.e., Southeast, Northeast, Great Plains, Southwest, Rocky Mountain, and Pacific Northwest) in terms of climate, physical features, and population. Student could be presented with different pictures of specific regions and asked to make observations of the pictures in order to determine what kind of region it is depicting based on the climate, physical features, and/or population that can be observed within the photo.

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Directions

1. SAYS- First looking for important passages - write out those passages, or "gists" of the passages. (3 statements).

2. Who, What, When, Where, Why, & Significance (or the Importance)

3. MEANS- Second, re-read passage and interpret what the passage means in the context. (What does this specifically mean?)

4. MATTERS- Third, re-read the passage and interpret why the passage matters. (Why does that specifically matter?)

Example:

This strategy is also known as a Close Read, in which students focus on interrogating and analyzing a text for specific information. Most of the time, students are engaging in a close read with a worthy text in order to determine the perspective of the author. A characteristic of a Close Read is that a passage is typically read three times, which is why our strategy is named the way it is. The first read, you're looking at what the text says, next read is all about inferring what it means, and finally the third read is for making connections about what it matters.

For instance, in a Social Studies class, students could be reading about a specific and pivotal even that happened in World War 2. The author could be talking about fighting Nazi's in the trenches and what the soldiers experienced out on the battlefield. As students figure out what the article says and what it means, they will then be able to see why it matters at the end of the third read through. The author's perspective and point might be about how the real purpose of World War 2 was to stop the spread of Communism, and it was a showcase of Nationalism and the strength of Capitalism and Justice from the perspective of the United States of America. Similarly, students may discover that what the author is saying matters because it shed light on the economic boom that was brought on after World War 2 because of the war efforts.

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Directions:

1. Before Reading - Students create a mental picture about the topic. Turn and talk

2. Read with the image in their minds

3. After Reading - Draw a new picture of what the learned after the assigned reading.

4. Discuss and state something that is different between your two drawings.

Example:

This strategy works like "bookends" and is best to implement during student discussions before and after reading a text. This strategy is centered around helping students visualize the information that is in front of them which will help them make connections later during their time reading the text. This is also a good way to gauge students' prior knowledge of a topic and can be part of an adaptation for students who lack writing abilities. For instance, you might ask students to, "Close your eyes and think about what you know about the astronaut, Neil Armstrong. Draw what you see in the space provided then hang on to it to discuss your thoughts with a partner." If they don't know anything about Neil Armstrong, you could ask them to draw what they know about astronauts and the moon. After the students discuss their ideas and what they know about Neil Armstrong and/or astronauts, then they will read the text relating to this topic and make connections to what they had already envisioned. Afterwards, students will draw a new picture of the new things that they learned about Neil Armstrong like him hopping around the moon planting the American flag onto the moon's surface. Then they will explain the differences between their first picture and their last picture and discuss what they learned.

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Directions:

1. Teacher reads through the text selection then creates or gathers images related to the text.

2. Teacher then presents the images, asks students to analyze them, and then to discuss how the images might work together.

3. Students then are tasked with generating words and concepts associated with the images.

4. Have the students make a prediction

5. As students read the text and have them think about how the images are related.

6. Afterwards, have the students discuss if their predictions were correct.

Example:

This strategy is really good to use when helping students develop their prediction skills and for pre-reading a text. Students are looking at these photos and trying to generate a list of words and concepts that are associated with the pictures that might reveal what the text is about. For instance, 2nd graders may be introduced to a text about the three branches of government within the United States of America. When they are first introduced to the pictures within the text, they must first generate words and concepts that are related to the pictures. The ideas that 2nd grade students might come up with may be synonymous to "Law, Government, Judge, and President," based on what they might see in the pictures. Then, they will write a short prediction of what they think will happen in the text, or about the topic that they are talking about. After the text is finally read, and students are able to make connections with their predictions, then the class will discuss if their predictions were correct or not.

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Directions:

1. Provide each student (or group of students) with a picture that has been divided into four parts.

2.  The teacher then can ask students to make broad observations about each quadrant or corner, or the teacher can task the students to make specific observations through questioning.

3. After students record their observations about the quadrant that is uncovered, a new quadrant is revealed for students to consider.

4. This process repeats until the whole picture is revealed.

Example:

Four Corners is an instructional strategy that is used for photo analysis. It would be appropriate to use when you want students to really stop and consider specific details and characteristics about a topic such as poverty during the Great depression. When using this strategy to talk about a subject such as poverty during the Great Depression, students are directed to consider all of the details within each quadrant of photo that is revealed. They look for the tiniest details in order to gain adequate information for their observations during this strategy, so when they are considering poverty, they may look at the condition and quality of the objects and environment within the room to piece together a cohesive narrative of what the photograph is about until the entire photo is revealed.

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Description:

The strategy "I See, I Think, I Wonder" is a photo analysis instructional method. This means that this strategy is used to help students think critically about what they are looking at and make inferences based on what they see. This activity is done with historical photographs that are central to the theme of a concept or topic that the class is learning about.

Directions:

1. Encourage students to begin with general observations that they write down about what they see. ("I See")

2. After about 3-5 minutes move on to reflecting about the picture. (“I Think”)

3. After another 3-5 minutes, encourage students to ask questions about the picture (“I Wonder”).

4. If students are working in small groups, after the analysis is over, pull them together as part of a whole class and then discuss the photograph(s) with everyone.

Example:

Because of the nature of this strategy, this is a good introduction to a topic to engage students with, as well as an initial assessment to understand what kind of background knowledge your students have before starting a new concept. For instance, when starting a new lesson about the Boston Massacre, students can analyze paintings about this topic and make observations based on what they see. Likewise, a study of the Great Depression or World War 2 could be introduced through the "I See, I think, I Wonder" strategy as students analyze photographs of real historical events that are significant to the narrative of the lesson.

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Description:

Nearpod is a software that allow teachers to display presentations on individual students' devices, and make them interactive in order to improve engagement. Students log into the teacher's Nearpod with a code and are able to interact with elements that the teacher provides within the presentation.

Example:

A good way for this to be used in a classroom may be during the introduction of a new topic and the teacher could provide opportunities for students to check their understanding as they go along. Another way this could be used in an elementary classroom is for review of a topic before an assessment so that the teacher can immediately fix misconceptions of a concept before it becomes a problem for the student. This tool could also serve as a catalyst for discussion amongst students and provide guidance during these discussions.

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3 Steps Students Should Take When Analysing Artifacts

1. Analyze and Describe- see, feel, hear, or observe.

2. Formulate Questions- Why is it important, How was it used, What can it tell me?

3. Draw Parallels- Make connections across time, to personal lives, between other artifacts and the topic of study.

Example:

If students were analyzing this singular object in the photo above, they would start by making observations about what they see, feel, or hear when they interact with the object. After determining that it was made out of wood, the teacher may reveal the first part of the description on the interactive whiteboard in a slide show. The teacher would the ask student students to form questions they may have about why the wooden object is important, what is it used for, and to look closely at it and see if they can figure out if the shape, patters, or designs may help them figure out if it can tell them any more information. After students sharing some guesses, the teacher would then show the rest of the description of the object to reveal what it was actually used for and where it came from. Students would then draw parallels and make connections to other things that they know about that relates to the characteristics of the object.

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Directions:

1. Teams stand in front of their “assigned project.”

2. Teams rotate clockwise to the next project.

3. Teams review their peers project and discuss their reactions

4. One student from the group provides feedback on a sticky note

5. Teacher calls “Rotate”

6. Team rotates to the next project and repeats

Example:

A way this could be used to teach social studies in an elementary classroom would be as students learn about important figures relating to a historical event. For instance, if students are learning about the Civil War, students could work in groups to answer a prompt about a specific person for each group. The prompt might require students to give two facts, and then to come up with a question to ask their peers. Each group afterwards that comes to the poster after the teacher calls, "Rotate" will leave a response that the group has come to consensus about the question and leave it on the poster.

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This strategy has students with mixed abilities group together to analyze media and resources and form ideas for lively and civil discussion related to critical thinking questions prompted to the whole class. Students will rotate each time to pick a new presenter for their group so that all of them have a chance to share.

Example: A classroom of second graders are grouped together into Response groups to discuss and debate on whether a few sources that we go over together in class before each discussion are primary or secondary sources. (SS.2.H.32) I would provide a grade level appropriate source about Niel Armstrong (which is another 2nd grade social studies standard), read it to them or show them if it is another type of media. Then I would ask them if their group thinks this is a primary or secondary source, and they must identify at least 2 characteristics that make it either category before the timer goes off. With 15 seconds left on the timer I will remind students to pick a presenter to share their groups' ideas. Then when the timer goes off, I summon a whole group discussion, prompt the question, and then allow each presenter to state their groups' cases. As the presenter from each group is speaking, other students will use their silent cues with their hands to agree, disagree, or challenge the speaker/other group on their reasons for identifying the source as primary or secondary.